Effect of internet use and electronic game-play on academic performance of Australian children

The proliferation of high-tech devices has led to increased internet and electronic game use among children and adolescents. While these technologies offer educational and social benefits, concerns exist regarding their potential negative impact on academic performance, sleep, behavior, and mental health. Existing research presents mixed findings, with some studies showing negative associations between excessive screen time and academic outcomes, while others demonstrate no or even positive correlations. Many studies have relied on self-reported data or school grades, lacking standardized academic performance measures and community-wide samples, thus limiting the generalizability of the findings. This study aimed to address these limitations by investigating the association between internet use and electronic game-play and standardized academic performance (NAPLAN scores) in a nationally representative sample of Australian adolescents (aged 11–17 years) using data from the Young Minds Matter (YMM) survey. The hypothesis was that excessive internet use and electronic game-play would be negatively associated with academic performance, and this relationship would vary depending on the day of the week.

Previous research on the relationship between internet use, electronic game-playing, and academic performance has yielded mixed results. Some studies have reported negative associations, linking excessive use to reduced sleep, behavioral problems, and poor academic performance. Conversely, other research suggests potential benefits, such as improved cognitive skills and enhanced learning outcomes, particularly when internet use is moderate and focused on academic tasks. Several methodological limitations in past research were identified. Firstly, a reliance on subjective measures (self-assessment or school grades) rather than standardized academic performance tests like NAPLAN. Secondly, the use of school-based samples, limiting the ability to account for sociodemographic confounders. Lastly, smaller sample sizes, potentially reducing the reliability and generalizability of the findings. This study aims to overcome these limitations by using a large, nationally representative dataset and a standardized academic performance measure.

This cross-sectional study utilized data from the Young Minds Matter (YMM) survey, a nationally representative survey of Australian children and adolescents conducted in 2013-2014. The sample consisted of 1704 adolescents aged 11-17 who completed both the YMM survey and the NAPLAN (National Assessment Program – Literacy and Numeracy) tests. NAPLAN scores from 2010 to 2015 were used as outcome variables. The independent variables were average daily internet use (categorized into ≤2h, 2-4h, >4h) and average daily electronic game-play (categorized into 0h, 1-2h, >2h), measured separately for weekdays and weekends. Several sociodemographic and behavioral variables were included as covariates in the models, such as age, sex, household income, primary carer's education, family type, remoteness, primary carer's mental health, smoking and drinking habits, and internet/gaming addiction tendency. Generalized linear regression models (GLMs), adjusted for survey weights, were used to analyze the data. Three models were estimated, with increasing levels of covariate adjustment to account for unobserved characteristics. Model 1 included basic sociodemographic factors. Model 2 added household characteristics, and Model 3 incorporated internet/gaming addiction. The outcome variables were standardized NAPLAN scores for reading, writing, and numeracy, and a binary variable indicating whether the student met the national standard in at least one of these areas.

The study revealed a complex relationship between internet use, electronic game-play, and academic performance. Excessive weekday internet use (>4 hours) was negatively associated with reading and numeracy scores across all three models. However, weekend internet use (2-4 hours) showed a positive association with reading and writing scores and national standard scores. Regarding electronic game-play, weekday gaming (1-2 hours) was positively associated with reading scores. Weekend game-play (>2 hours) also showed a positive association with reading scores in all models. In contrast, a negative association was observed between addiction tendency to internet/game-play and academic performance, although this was not always statistically significant in all models. About 70% of the sample spent >2h/day using the internet and nearly 30% played electronic-games for >2 h/day. Girls exhibited a higher addiction tendency to internet/game-play than boys. The mean NAPLAN scores ranged from 520 to 600, showing a gradual decline with increasing internet use on weekdays and a positive association with internet use on weekends. Adolescents who played no electronic games at all had better writing scores than those who played games.

The findings challenge the conventional belief that internet use and electronic game-play are universally detrimental to academic performance. The results suggest that the timing and intensity of internet use and gaming are crucial factors. Excessive weekday internet use, likely reflecting non-academic activities, negatively impacted academic performance, while moderate weekend use may have positive effects, possibly due to enhanced reading and writing skills acquired through text-based interactions or game-related problem-solving. The positive correlation between electronic game-play and reading scores, particularly during weekdays, could be explained by the text-heavy instructions in many games and cognitive skills development promoted by gaming. The negative association between addiction tendency and academic performance aligns with previous research, suggesting that problematic use can disrupt academic engagement. These findings emphasize the importance of moderate and balanced use of technology, highlighting the need for parental monitoring and self-regulation strategies.

This study demonstrates that the relationship between internet use, electronic game-play, and academic performance is nuanced and dependent on the day of the week and intensity of use. While excessive weekday use negatively impacts academic scores, moderate weekend use may be associated with positive outcomes, especially for reading skills. Furthermore, addiction to these digital activities is detrimental to academic achievement. Future research should explore the causal relationships between these factors using longitudinal studies, investigate the specific types of internet activities and games that are most beneficial or detrimental to learning, and develop interventions targeting parental monitoring and self-regulation strategies to promote healthy technology use among adolescents.

The cross-sectional design of the study prevents the determination of causality. The reliance on self-reported data may lead to overestimation or underestimation of internet use and gaming time. The limited information on internet/gaming addiction prevented the diagnosis of addiction based on clinical criteria. The exclusion of NAPLAN data from 2008 and 2009 might influence the results.